Bringing the Joy back into Maths Workshop

1. Bringing the Joy back into Maths Belinda Walker

2. In this workshop you will: • Explore and think about what mathematics is • Explore barriers that can occur for teachers when teaching mathematics • Explore and discuss ways in which you can be an effective mathematics teacher • Create some artwork that links with a maths lesson

3. What is Mathematics? • An abstract concept, with numerals assigned to represent the concept • Rules and methods to follow • It is an axiom (a statement regarded as true) Maths is also… • Problem solving • Patterns • Relationships • Calculations and counting • Reasoning and generalizing & communicating

4. Think of the number 5 in your head. What does it look like?

6. Our dream maths class… • Fun • Easy • Engaging • Targeted • Effective

7. What math lessons do you enjoy teaching and why? Statistics Geometry – tessellations and patterns Why – because they are hands on, creative, whole class activities accessible to all

8. What math lessons do you least enjoy teaching and why? The topics least likely to be covered in class were comparing and drawing angles (40 percent); concepts of decimals, including place value and ordering, and adding and subtracting with decimals (62 percent); and using informal coordinate systems to locate points in a plane (67 percent). Numeracy Angles Anything that ‘requires’ grouping, deeper content knowledge

9. What can be some barriers for teachers? • Things out of our immediate control • Class sizes • Behaviour issues • Overcrowded curriculum • Resources Things we can effect change on directly Personal Attitude Personal Confidence Content Knowledge Materials & Resources Knowledge Feeling Overwhelmed

10. Breaking the barriers - Some tips for making your lessons fun again: Keep it simple: work out what is complicating your lessons e.g grouping The TIMMS report found that, compared with Year 5 teachers in other countries, New Zealand teachers made less use of whole-class teaching and more of group activities. They frequently used ability grouping and more often had students work on problems, individually or with peers, while they occupied themselves with other tasks. In New Zealand classrooms, activities that involved the teacher explaining new mathematics content or how to solve problems or asking students to memorise rules, procedures and facts were less likely to be part of nearly every lesson

11. Reflect on the attitudes in your class • Do you love maths? Do your kids love maths? • Find your passion and link your lessons through it– change your attitude and make it exciting - Be aware that your attitude will affect the students attitude: When you love something they generally love it • The report also found that Year 8 students were less positive about mathematics than Year 4 students. The box-and-whisker chart at right highlights this decline in positive disposition

12. Content Knowledge • Be confident in yourself - you have this! You don’t need an in depth coverage of content knowledge, but understanding what you are teaching is key. In fact, too much knowledge can also be a barrier! • Focus on patterns and relationships more, along with generalising and communicating Approaches Open, rich mathematical tasks and investigations are great approaches

13. Art the CPA Model CONCRETE – PICTORIAL – ABSTRACT Art brings the abstract into a pictorial and concrete representation Note: Keep the maths at the core of the lesson

14. Lets have some fun! String Art Level 3 & 4 Number and Algebra: Patterns and Relationships AO’s Generalise the properties of addition and subtraction with whole numbers. Connect members of sequential patterns with their ordinal position and use tables, graphs, and diagrams to find relationships between successive elements of number and spatial patterns Use graphs, tables, and rules to describe linear relationships found in number and spatial patterns. Investigate A + 10 = B A x 2 + 1 = B

15. Fibonacci Sequence Level 3 & 4 Number and Algebra: Patterns and Relationships The Fibonacci Sequence is the series of numbers: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, ... The next number is found by adding up the two numbers before it.

16. Investigate Square numbers, Polygonal numbers, and Multiples Level 3 & 4 Number and Algebra: Patterns and Relationships Generalise the properties of addition and subtraction with whole numbers. Connect members of sequential patterns with their ordinal position and use tables, graphs, and diagrams to find relationships between successive elements of number and spatial patterns. Number Knowledge Know basic multiplication and division facts.

17. Graphing • Level 2 & 3 • Statistics • Match the title with the graph • Act out the graph • Create a graph to represent a story (e.g bath time for a toddler)

18. Tessellation, Translation, Rotation, Reflection, Patterns Level 2 & 3 Geometry Transformation Describe the transformations (reflection, rotation, translation, or enlargement) that have mapped one object onto another.

19. Number and Algebra • - String Art • Fibonacci - mondrian • circles • Geometry: Shape & Transformations • Tessellations • Repeating patterns • Maori art • Rotational Symmetry • 3D shapes – polygon • Cubism • Print making • Use of light boxes • Escher • Sierpinski triangles • Curves of pursuit • Measurement • - Area & Perimeter - Mossaic art • Using units – Mondrian • Curves of pursuit Statistics - Act out graphs

20. Key points: • Make Maths fun by creating links to other subjects that you are passionate about • But keep maths the focus of the lesson. Don’t get lost • Group less – research shows that grouping does not always work • Find a way for you to enjoy maths then your kids will follow